VAB identified three primary goals of education as Learning, Competence and Citizenship. The development of a Performance Index was done with the aim of making a quantitative assessment of how well a school meets these objectives, keeping in view quality education for all students.

A direct quantification of each of the objectives is difficult; further, they are not stand-alone items, but intricately interconnected. VAB, therefore, looked for an index with a set of composite measurements, mostly quantitative, but a few necessarily are qualitative.

VAB considers five different categories in the calculation of Performance Index: Academic (pass rate: 80 points and A grade rate: 80 points), Co-Academic (Math, English and Computer related performance: 80 points), Co-curricular (debate, sports and related performance, 80 points), School Environment (10 points) and School Management (10 points). Clearly all items are not weighted equally, and some items are related to specific VAB programs.

VAB accepts examination results as an important measure; test scores are valued all over the world, though there is concern whether the tests reflect intrinsic student ability. VAB gives highest weightage on academic performance. Co-academic activities support the learning process directly and co-curricular activities build character and citizenship and these two activities are given equal weightage.  Care is taken to give due weightage not only to competitive performance, but also to efforts by schools for inclusiveness of all students.

School environment and school management are also important, and they are also considered, but with low weightage. Direct classroom learning is supported by associated academic activities.  Overall, academic activities (direct and indirect), reflected through public examination scores, are most important in determining the performance index.

A detailed presentation with sample data sheet and calculation of Performance Index for a few schools is given in the Attachment. [Performance Index Measurements]

The Index, if publicized nationally, could be applied as a measure of performance quality for all schools in the country.

VAB considers five different categories in the calculation of Performance Index: Academic (pass rate: 80points and A grade rate: 80 points), Co-Academic (Math, English and Computer related performance: 80 points), Co-curricular (debate, sports and related performance, 80 points), School Environment (10 points) and School Management (10 points). Clearly all items are not weighted equally, and some items are related to specific VAB programs. VAB accepts examination results as an important measure; test scores are valued all over the world, though there is concern whether the tests reflect intrinsic student ability. VAB gives highest weight age on academic performance. Co-academic activities support the learning process directly and co-curricular activities build character and citizenship and these two activities are given equal weight age. Care is taken to give due weight age not only to competitive performance, but also to efforts by schools for inclusiveness of all students. School environment and school management are also important, and they are also considered, but with low weight age. Direct classroom learning is supported by associated academic activities. Overall, academic activities (direct and indirect), reflected through public examination scores, are most important in determining the performance index. A detailed presentation with sample data sheet and calculation of Performance Index for a few schools is given in Appendix D: Performance Index.

The Index, if publicized nationally, could be applied as a measure of performance quality for all schools in the country.

Quality education for the underprivileged in rural Bangladesh.

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